Pesquisa - Cognição
Abstract The role of social presence as defined by the community of inquiry (CoI) framework is critiqued through a review of recent literature. Evidence is presented that questions the actual extent of knowledge co-construction that occurs in most higher education settings and therefore challenges the framework’s underlying assumption of the need for sustained, contiguous, two-way communication in higher-level online learning environments. The CoI framework has evolved from the description of a learning process within a social constructivist paradigm to an empirically testable construct in an objectivist paradigm. Related research results indicate that social presence does not impact cognitive presence in a meaningful way and that best teaching practices suggested by CoI-based studies are informed by objectivist, cognitively oriented learning theories.
Mind & Brain :: Feature Articles :: June 14, 2011 :: :: Email :: Print See Inside The laws of physics may well prevent the human brain from evolving into an ever more powerful thinking machine By Douglas Fox Image: Photograph by Adam Voorhes In Brief
There seem to be three forces at play when it comes to education and social media.
By guest blogger Nirvi Shah The U.S. Department of Education says new data about thousands of schools and school districts show that students across the country don't have equal access to a rigorous education.